新生代英语基础教程1unit5_电子教案
教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》Transportation and places Show Time“Do you live around here”ReadingGetting around San Francisco Chat TimeWhat a coincidence!WritingDescribing a placeGrammarPresent simple tenseMy StoryThe town where I livemain First, tell students they will listen to a song called First Turn Right at the Light. Explain words and phrases like turn left/right, block, at the corner, avenue, direction and so on so that they could understand the song.Then, play the song. Ask students to put sentences in the correct order.Play the song again. Ask students to draw the route to Greenwich Village.Play the song again and let students sing together.Have the students listen and repeat the words. Students should be familiar with the words mall, hospital, town, college, and street. For the word schedule, make sure you teach the correct pronunciation, and have students practice by echoing you. Note that schedule has two official pronunciations. In British English, it is pronounced and in American English, it is pronounced. For the word missed, remind students that this word has two meanings as a verb, for example, it can mean to “not do something” or “to think about someone you haven’t seen for a long time.” Make su re that students understand this distinction by asking them which meaning of “missed” is being used here (it’s the first). For the word expert, you can begin by telling students that an expert is a person who knows everything about something. Ask students what they are experts in, or what is the thing they know the most about. You can also accept amusing answers such as “I am an expert at shopping,” or “I am anexpert at sleeping.”When students seem comfortable with the vocabulary, have them fill in the answers, checking for any mistakes.Tell the students they will hear two people talking at the bus station. Make them understand that Jack is the male speaker and Mrs. Wilson is the female.Play the dialogue and ask students to finish Exercise C. Check their answers.Students practice new conversations in pair, one as a newcomer and the other giving directions.For exercise D, ask students to watch pictures and words below. Have them make sentences with these words. After they finish the exercise, have them ask each other how they get around or how often they use public transportation.First, have students match the pictures to the sentences.Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “How are they doing it”Next, have students take turns in making up a conversation for eachWatch the video. Now look at Exercise B, and ask students if they can remember the bus routes, destinations and times. Tellstu dents that the word “route” refers to the bus number and destination means the place that bus goes. Check their answers. Refine the conversation according to Exercise B.Next, have students read through Exercise C and guess the missing information. Play the video again and students can complete the dialogue in Exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Naomi. Another way to do this is to have half the class (for example all the boys) read Hector’s lines and half the class (all the girls) read Naomi’s lines. It may also be fun to have the boys read Naomi’s lines and the girls read Hector’s lines.Finally, have students put the sentences in order to make aFirst, have students go through the text quickly and finish Exercise A. Check their answers and invite students to correct the wrong statements.Ask students to read out words in the boxes from Exercise B. Correct pronunciation. Check their answers after they finish the exercise.Read the text carefully and finish Exercise C. Ask students to brainstorm other advantages and disadvantages.Students draw a picture of “a vehicle of the future” in groups. Then each of them takes turns to describe this vehicle. The teacher monitors their performance and provides help. Invite volunteers to make a presentation.First have students go through the dialogue and guess what they are talking about. Explain to students that they will hear a conversation between two people discussing the location of a building. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write.Check their answers.Now have students read through the “Language Note,” teaching the expression “what a coincidence”. Ask students to give examples of coincidences they have encountered.Students practice the conversation in pair.Then, students practice questions from Exercise C in groups.The teacher may prepare several pictures of different places. Ask representatives of each group come to the front and pick one picture. Then students speak out the place and write the word on the blackboard.Students can practice new conversations about asking for directions based on the map and useful language. Monitor their performance and provide help.Students brainstorm in groups what points should be included in a description. You may do this in several steps. First, have students finish Exercise A. then analyse the structure of and information in this paragraph. Finally students can conclude what a description is.For Exercise B, first students fill in the blanks. Then have them make sentences with the phrases and words. Finally write a short passageFirst ask students to finish Exercise A. Check their answers.Explain to students that we use the present simple to talk about things that happen often or for a long time.A good way to do this is to write the words “always,” “often,” “usually,” “sometimes” and “never” on the board. You can then go around the class asking students what they do for each one and write it on the board. This is also a nice way to reinforce the fact that we add s to the third person singular. For example, you ma y ask John, “John, what do you always do” Let’s say John answers “I always watch TV.”Now, you can write on the board “John always watches TV,” emphasizing that we add s. Adding s to the third person singular is the most common mistake for ESL learners using the present simple.Once everyone in the class has answered a present simple question, have them complete the exercises, correcting any mistakes.Guide students to change affirmative sentences into negative and interrogative sentences.Allow students to move freely in the class and ask each other “What doyoualways/often/usually/sometimes/ne ver do” or “Do youalways/often/usually…”Students finish Exercise B. check their answers.Have students go through Exercise A and B and guess what they are talking about. Remind them to pay attention to key words like pizza shop, neighbourhood, across from the super market, and hometown. Make them understand they will see a video in which real people talk about their neighborhoods.Now watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.Now have students tell you the answers, correcting any mistakes.Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes. Students read the dialogue in Exercise B.You may conduct Exercise C in several ways. You can say “In Natalie’s neighborhood, there is a pizza shop.” And then ask them about shops in their neighborhood. Practice the next two questions inthe same way. Or you can allow thempractice short conversations inpair; or allow them move freely toask their classmates.课后学习设计作业Finish all the exercises in Unit 5.Read the text in this unit again andsummarise its content.Describing your favourite place.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文杰克：你好啊，威尔逊太太，您在这儿干嘛呢威尔逊太太：嗨，杰克。
新生代英语基础教程1unit5_电子教案
新生代英语基础教程1 U n i t5_电子教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》Transportation and placesShow Time“Do you live around here?”ReadingGetting around San FranciscoChat TimeWhat a coincidence!WritingDescribing a placeGrammarPresent simple tenseMy StoryThe town where I liveFirst, tell students they will listen to asong called First Turn Right at the Light.Explain words and phrases like turnleft/right, block, at the corner, avenue,direction and so on so that they couldunderstand the song.Then, play the song. Ask students to putsentences in the correct order.Play the song again. Ask students to drawthe route to Greenwich Village.Play the song again and let students singtogether.Have the students listen and repeat thewords. Students should be familiar withthe words mall, hospital, town, college, and street. For the word schedule, make sure you teach the correct pronunciation, and have students practice by echoing you. Note that schedule has two official pronunciations. In British English, it is pronounced and in American English, it is pronounced. For the word missed, remind students that this word has two meanings as a verb, for example, it can mean to “not do something” or “to think about someone you haven’t seen for a long time.” Make sure that students understand this distinction by asking them which meaning of “missed” is being used here (it’s the first). For the word expert, you can begin by telling students that an expert is a person who knows everything about something. Ask students what they are experts in, or what is the thing they know the most about. You can also accept amusing answers such as “I am an expert at shopping,” or “I am an expert at sleeping.”When students seem comfortable with the vocabulary, have them fill in the answers, checking for any mistakes.Tell the students they will hear two people talking at the bus station. Make them understand that Jack is the male speaker and Mrs. Wilson is the female.Play the dialogue and ask students to finish Exercise C. Check their answers.Students practice new conversations in pair, one as a newcomer and the othergiving directions.For exercise D, ask students to watch pictures and words below. Have them make sentences with these words. After they finish the exercise, have them ask each other how they get around or how often they use public transportation.First, have students match the pictures to the sentences.Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “How are they doing it”Next, have students take turns in making up a conversation for each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.Watch the video. Now look at Exercise B, and ask students if they can remember the bus routes, destinations and times. Tell students that the word “route” refers to the bus number and destination means the place that bus goes. Check their answers. Refine the conversation according to Exercise B.Next, have students read through Exercise C and guess the missing information. Play the video again andstudents can complete the dialogue in Exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Naomi. Another way to do this is to have half the class (for example all the boys) read Hector’s lines and half the class (all the girls) read Naomi’s lines. It may also be fun to have the boys read Naomi’s lines and the girls read Hector’s lines.Finally, have students put the sentences in order to make a conversation in Exercise D. check their answers. Students read the dialogue in pair.First, have students go through the text quickly and finish Exercise A. Check their answers and invite students to correct the wrong statements.Ask students to read out words in the boxes from Exercise B. Correct pronunciation. Check their answers after they finish the exercise.Read the text carefully and finish Exercise C. Ask students to brainstorm other advantages and disadvantages.Students draw a picture of “a vehicle of the future” in groups. Then each of them takes turns to describe this vehicle. The teacher monitors their performance and provides help. Invite volunteers to make a presentation.First have students go through the dialogue and guess what they are talking about. Explain to students that they willhear a conversation between two people discussing the location of a building. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. Check their answers.Now have students read through the “Language Note,” teaching the expression “what a coincidence”. Ask students to give examples of coincidences they have encountered.Students practice the conversation in pair.Then, students practice questions from Exercise C in groups.The teacher may prepare several pictures of different places. Ask representatives of each group come to the front and pick one picture. Then students speak out the place and write the word on the blackboard.Students can practice new conversations about asking for directions based on the map and useful language. Monitor their performance and provide help.Students brainstorm in groups what points should be included in a description. You may do this in several steps. First, have students finish Exercise A. then analyse the structure of and information in this paragraph. Finally students can conclude what a description is.For Exercise B, first students fill in the blanks. Then have them make sentences with the phrases and words. Finally write a short passage using the sentences. Exercise C provides many useful expressions.First ask students to finish Exercise A. Check their answers.Explain to students that we use the present simple to talk about things that happen often or for a long time. A good way to do this is to write the words “always,” “often,” “usually,” “sometimes” and “never” on the board. You can then go around the class asking students what they do for each one and write it on the board. This is also a nice way to reinforce the fact that we add s to the third person singular. For example, you may ask John, “John, what do you always do”Let’s say John answers “I always watch TV.”Now, you can write on the board “John always watches TV,” emphasizing that we add s. Adding s to the third person singular is the most common mistake for ESL learners using the present simple.Once everyone in the class has answered a present simple question, have them complete the exercises, correcting any mistakes.Guide students to change affirmative sentences into negative and interrogativesentences.Allow students to move freely in the class and ask each other “What do you always/often/usually/sometimes/never do?” or “Do you always/often/usually…”Students finish Exercise B. check their answers.Have students go through Exercise A and B and guess what they are talking about. Remind them to pay attention to key words like pizza shop, neighbourhood, across from the super market, and hometown. Make them understand they will see a video in which real people talk about their neighborhoods.Now watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.Now have students tell you the answers, correcting any mistakes.Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes. Students read the dialogue in Exercise B.You may conduct Exercise C in several ways. You can say “In Natalie’s neighborhood, there is a pizza shop.” And then ask them about shops in their neighborhood. Practice the next two questions in the same way. Or you can allow them practice short conversations in pair; or allow them move freely to asktheir classmates.课后学习设计作业Finish all the exercises in Unit 5.Read the text in this unit again andsummarise its content.Describing your favourite place.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文杰克：你好啊，威尔逊太太，您在这儿干嘛呢？威尔逊太太：嗨，杰克。
《英语1》(基础模块高教版)Unit5what’syourhobby(第三课时教学设计).docx
《英语1》（基础模块高教版）Unit 5 what，s your hobby?（第三课时教学设计）一.教材分析1.教学内容本课时系教材《英语1》（基础模块高教版）第五单元的第三课时，是阅读和写作课。
本课在整个单元中扮演着承前启后的角色, 既是对上节听说课的复习和巩固，又为本单元的任务-建立班级兴趣小组做好准备。
阅读部分是关于人们的兴趣爱好的短小文章，并分别以第一人称和第三人称叙述形式出现。
写作部分是让学牛写出同学的好恶。
所以这课目的在于通过阅读课文和写作训练让学生进一步掌握关于兴趣爱好的表达方式。
2.教学重点、难点（1）教学重点①指导学生完成阅读任务②指导学生掌握以第一人称和第三人称表达自己和他人的兴趣爱好。
（2）教学难点①学生能将兴趣爱好第一人称的叙述方式以第三人称进行复述。
②学生能够结合生活实际写出同学的好恶。
3.教学工具：PPT,卡片，乒乓球，书4.教学方法：情景教学法，演示法，师生互动法，小组合作法二、教学目标1.知识目标(1)学生能掌握和运用表达兴趣爱好的词汇和短语，如hate, favorite,exciting, boring hate doing sth 等。
(2 )学生能理解和运用表达兴趣爱好的第一人称和第三人称的句型。
如:I enjoy playing computer games・What's his hobby?He /She likes …，but he/ she doesn't like…He/ She enjoys..., but he/ she doesn't enjoy...He/ She loves ・・・,but he/ she hates・・・2.能力目标(1)学生能够读懂关于兴趣爱好的阅读材料。
(2)学生能够简单介绍自己的个人爱好以及其他人的兴趣爱好。
3.情感目标(1)学生能够积极与他人合作，有积极的学习态度(2)尊重他人的兴趣爱好。
新教材高一英语人教版(2021)必修第一册 Unit 1-5 教案
Unit 1 Teenage lifeDiscovering Useful Structures教学设计科目：英语课题：Discovering Useful Structures 课时：1课时教学目标与核心素养：熟练掌握名词短语、形容词短语和副词短语的形式和意义后。
能力目标：能够将名词短语、形容词短语和副词短语运用到语篇中，使语言表达更加充实，使语言表达更加充实、生动和准确。
情感目标：激发学生学习语法的兴趣。
教学重难点：重点：帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语。
难点：帮助学生丰富语篇表达内容，提高语篇质量。
课前准备：多媒体，黑板，粉笔教学过程：Pre-class:Explain the following sentences and let students find out NP, AdjP and AdvP.Being a freshman at snior high school is a really big challenge.It's a little confusing to choose suitable courses and extra-curricular activities.To choose suitable courses, I have to think very careful and ask the school adviser for help.My adviser recommended that I should sign up for advanced literature. As to extra-curricular activities, I won' quit football and I will find a way to improve so that I can make the team.I have to study harder and be responsible for a lot more.I'm a bit worried about keeping up with the other students in my advanced course.While- class:Guide students to finish Activity 1 and 2 and correct answers.let students look at the given examples, then discuss in a group that how to improve their writing by adding more details and information through the use of noun phrases, adjective phrases, and adverb phrases.After- class:Guide students to finish practices of Activities 3,4 and 5.homework:语法填空Jim was a shy boy. He was afraid of talking to 1 (strange). As a result, he didn't have any friends after he entered high schoolOne day, when Jim 2 ( walk)on his way back home from school, it suddenly began to rain 3 (heavy). He saw a boy walking in front of him. The road was so wet that 4 boy slipped(滑倒)and fell on the ground. Jim quickly ran to the boy and helped 5 (he) get up.The boy was wet all over. Jim 6 (think) the boy must feel cold, so heasked the boy where he lived. When Jim 7 (tell) about the address, he found it was a bit far from there. Jim lived nearby,8 he invited the boy to his home.After they arrived, Jim gave him some clean clothes and asked him to get changed. The boy was so grateful 9 Jim that he thanked Jim again and againThe following day, the boy saw Jim at school. He thanked Jim again for 10 (help) him out. From then on, they often spent time together and became best friends.答案1.strangers2.was walking3.heavily4.the5.him6.thought7.was told8.so9.to10.helpingUnit 1 Listening and SpeakingListening and Speaking教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：理解听力文本内容能力目标：掌握听前预测技能情感目标：能根据自己的喜好选择适合自己的社团，并培养相关兴趣。
中职《英语基础教程》第一册Unit5-2
Unit 5 I’m loving it!（第二课时教学设计）一、教材分析1．教学内容本课时系教材《英语基础教程》（1）第五单元的第二课时，包括Reading and writing部分，具体内容为：了解认识一些关于爱好的新的英文表达；读懂关于描述他人爱好的短文；能根据关键句型写出自己或他人爱好并陈述理由；潜移默化中感悟对生活的热爱。
2．教学重点、难点⑴教学重点复习用like，enjoy，hate，be crazy about, am interested in, be fond of等单词和短语描述自己或他人爱好的句型；读懂他人的爱好；能根据关键句型写出自己或他人爱好并陈述理由。
⑵教学难点灵活正确使用描述爱好的句型；能根据关键句型写出自己或他人爱好并陈述理由。
二、教学目标1.知识目标⑴掌握兴趣爱好相关的词汇，如：hip-hop, car racing, parkour, baking, enjoy, in one’s blood, life style, take up hobbies, update⑵掌握描绘兴趣爱好所使用的句型，如：He/Her hobby is…Victor enjoys…….is Anna’s hobby.She loves…We take up hobbies because they can bring us many things like happiness, friendship and knowledge.Anyone, rich or poor, old or young, sick or well, can have a hobby.A hobby makes our life colorful.2.能力目标(1)灵活正确使用描述爱好的句型；（2）能根据关键句型写出自己或他人爱好并陈述理由。
3.情感目标通过对爱好的深入了解，潜移默化中感悟对生活的热爱。
三、教学步骤Step One Lead-in1.Game：Which group is the best? Revise the words and phrases they learnt about hobbies.The teacher can use the games mentioned in the previous period.（设计意图:通过分组比赛，游戏,让学生在轻松的氛围中复习所学短语，为后面熟练准确的运用做好准备。
Unit1Lesson5全英文教案
Lesson 5: Fun in the SunTeaching Content:Mastery words and expressions: shall, kickOral words and expressions: cycling, How/What about…? Shall we…?Teaching Aims:How to enjoy oneself in spring.Teaching Important Points:1. the sports that we do in spring.drills: How about…? Let’s…Teaching Difficult Points:How to advice sb. to do sth.Teaching Preparation: basketball and soccerTeaching Aids: audiotape, flashcards and ballsType of lesson: new lessonTeaching Procedure:Step1. Listen to the tape of Lesson4 again, then let’s sing the song together.Step2. Listen to the tape and answer the following questions:1. What’s the degree?2. What will Danny wear tomorrow?3. What will they do after school?4. Why don’t Danny like ba sketball?Step3. Read the text and check the answers. Then read the text again.Step4. Act the dialogue out in front of the class.Step5. Make up a similar dialogue according to the text. Let’s the students act it out in front of the class.Step6. Come to “PROJECT”.Divide the class into several groups. Write the answers down. Ask the several groups to change their answers.Step7. Homework1. Finish off the activity book.2. Review the last lesson.SummarySpring is a beautiful season. It’s the favourite season of many people. In this season, everything begins to turn green. Spring represents the beginning. We have many things to do in it. We can fly kites and play ball games. Running in the wind is what we like to do in our childhood. Lead your students to think hard what they like to do in this season. Let them talk freely in the class.。
新生代英语基础教程Unit电子教案
新生代英语基础教程Unit电子教案教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》1345678补充教学资源VOCABULARY BUILDER参考译文SHOW TIME语言解析1. It’s ten after three.三点过十分了。
ten after three 三点过十分，这个短语相当于ten past three。
英语中表示“几点过几分”（半小时以内）可用after，也可用past；而表示“几点差几分”则用to，通常先讲分钟，再讲小时, 即after / past 或to前面的数字为分钟，后面的数字为小时。
e.g. 5:10 ten past five (ten after five)10:05 five past ten (five after ten)5:50 ten to six9:45 fifteen to ten2. The class is canceled because of the storm. 因为暴雨，课被取消了。
because of意思是“因为”，是一个介词短语，后面跟名词或动名词，构成介宾结构。
because是连词，后面跟句子。
9e.g. The plane didn’t take off because of the heavy rain.因为大雨，飞机没有起飞。
The plane didn’t take off because it was raining heavily.因为下大雨，飞机没有起飞。
3.Nobody came to class—except us.除了我们几个，没有人来上课了。
except 表示“除……之外”，强调所排除的“不包括在内”，一般表示同类之间的关系。
besides表示“除……以外还……”，有“不但……而且……”的意思。
e.g. The library is open every day except Mondays.除了星期一，图书馆每天都开放。
新时代职业英语《 通用英语1》电子教案U5
教案课程名称新时代职业英语通用英语1课时班级专业教师系部教研室教材《新时代职业英语通用英语1》123456789101112补充教学资源Vocabulary Focus参考译文本：怎么了？你看起来忧心忡忡的？李青：我今天去自动提款机取钱。
我觉得有人从我的账户里取了钱。
本：真的吗？你为什么会这么想？李清：是这样，昨天有一笔500美元的取款，但是我昨天一天都在家里。
本：你最好马上告知银行，这样他们就能冻结你的账户。
李清：天哪！你觉得我能找回被偷的钱吗？本：我也不确定。
但如果你现在给银行打电话，你就能阻止更多的钱被偷。
李清：谢谢你，本。
解决这件事就宽心了。
Reading参考译文五种最常见的网络犯罪——摘自安娜的帖子在数字时代，越来越多的犯罪是通过电脑进行的。
最常见的网络犯罪有哪些呢？让我们一起来看一看吧。
钓鱼式欺诈。
钓鱼网站看起来似乎是普通的合法网站，但其实却是一个精心设计的虚假网站。
犯罪分子利用这些钓鱼网站获取用户的个人信息。
通过钓鱼，黑客诱骗用户在虚假网页上输入自己的银行密码或家庭住址。
盗用身份信息。
你是否点开过群发的垃圾邮件或是陌生人发来的链接？如果你有过类似的经历，那么你的身份信息很可能已经被盗用了。
网络犯罪分子常常使用盗用的信用卡或银行信息，以受害者的名义进行购物。
13网络骚扰。
如果你使用诸如微信或微博一类的网络社交平台，那么你可能注意到了身边发生的网络骚扰行为。
它可能是通过网络社交平台或电子邮件发送的威胁或谩骂。
网络跟踪。
网络跟踪者试图追踪受害人的一切网络活动。
在某些极端的案例中，他们可能通过恶意软件控制对方的电脑，因为这些恶意软件可以记录电脑中的所有活动。
他们还可能会骚扰其受害人。
侵犯隐私。
侵犯隐私的行为包括入侵对方的电脑、阅读对方的电子邮件或监视其网络活动。
在现行法律下，很多此类犯罪都构成了违法行为。
那么如何避免成为网络犯罪的受害者呢？其中很重要的一点是要保持警惕。
牢记这五种常见的网络犯罪行为可以让你免受些经济损失或骚扰。
新技能英语 基础教程1教学设计Unit 5 Let’s have fun!
3）点评：
认真倾听；
练习听力抓住要点；
学会速记。
分成小组，认真聆听，角色转换：学生-员工；同学-同事。
体会情境中的任务、背景和工作环节。
思考，回忆自己已有的知识储备。随机说出一些娱乐项目的英文表达。
发言并随时记录。
讨论有哪些与娱乐相关的词汇或表达方式，经教师补充后，在教师的引导下将单词分类。分类统计，分类记忆，扩大词汇量。
引导学生回顾自己熟悉的娱乐活动并学习新的娱乐项目的英文表达（参考书上列出的娱乐项目），试着了解并统计同学的娱乐喜好；
第3—4课时：Makeprogramlistforcompanyannualmeeting
看懂公司以往年会的节目单，统计本组成员喜爱并擅长的娱乐项目，根据所收集信息制作一份全新的公司年会节目单。
影视类：seeafilm(分类词汇)watchTV(分类词汇)
文学类：reading（分类词汇）
休闲活动类：travel,gocamping,goshopping
c.表达喜好
WhatwouldyouliketodoonSaturday?
Ilike(goingshopping).
Iplaytheguitareveryday.
2.词汇句型学习。
1）引导：要完成这项任务，我们需要准备以下两项：
娱乐项目的英文表达；个人喜好的英文表达。
2）提示：
a.娱乐活动分类？（PPT示例）
运动类、音乐类、影视类、文学类、休闲活动类等。
b.不同种类下具体有哪些娱乐活动？（PPT示例）
运动类：skating,ballgames
音乐类：playtheguitar,gototheconcert,listentomusic,Pekingopera,gotokaraoke.
英语1 unit5 教案
Step Two ng game (Activity 1 )
Teacher: Show the words and related pictures of different hobbies on the screen.
StepSixSpeaking
1. Read and underline. (Activity 10)
First, teacher play the tape and listen to the dialogue in Activity 10 and then students read the dialogue together, meanwhile they underline the important sentences about hobbies. After underlining the sentences, several students are asked to write down the sentences on the board. Finally, the whole class checks the answer. The sentences are:
（2）Listen and complete (Activity 5)
Students listen to the tape again and complete the sentencein activity 5. If they can’t, listen to the tape again.
3. Post-listening (class work and pair work)
新生代英语基础教程Unit 5讲解
Man: OK.
Woman: So, you have to walk (3)_th_r_e_e_b_l_o_c_k_s north, and then turn (4) __l_ef_t______when you get to Cedar Street.
Man: Got it.
Woman: The bank is (5) _n_e_x_t_t_o____the post office. You can’t miss it.
Have you ever played the game “Room Escape” (密室逃脱)? D Complete the clues with words from the boxes to help the three
people get out!
straight under on towards in next to in front of
他独自走进了那家书店。
Words & Expressions
complicated adj. 复杂的；难懂的
e.g. Mental illness is a complicated subject.
精神疾病是一个非常复杂的课题。
Words & Expressions
diner n. 小餐馆；小饭店
d
WORDS & EXPRESSIONS
explain lost sense on the corner on the left / right sense of direction turn around
explain v. 解释
e.g. Explain it properly in English, please.